Abstract
A cross school project between The School of Health Sciences
and The School of Pharmacy & Biomolecular Sciences at The
University of Brighton was successful in introducing self and
peer assessment of reflective writing as a formative assessment
for level 4 and level 5 work-based learning modules, for students
undertaking a Foundation Degree. The aim of the project was
to proactively engage students to develop both their reflective
writing skills, and their confidence in giving and receiving
structured feedback using a clear model. These skills are vital for
the development of students to prepare them to be competent
reflective practitioners and assessors in clinical practice, capable
of giving meaningful feedback to future learners and peers. To
achieve this project three senior lecturers worked closely with a
learning technologist, to ensure a rigorous and straight-forward
process for the students.
Overall, there was a positive response to the task, for example
during the project evaluation when asked ‘How likely do you feel
that this process has supported you to develop skills in giving
feedback in the clinical setting?’ A student responded, “I feel I
could deliver the positive feedback sandwich and still maintain
respect and good feeling between myself and a fellow peer”.
This shows that the emotional impact of feedback is recognised
by students and this process made them feel that they are better
prepared to give feedback in the future.
This session will include an overview of the project, and an
evaluation using student feedback and project team experience
of using this method.
References
Bain, J. D., Ballantyne, R., Packer, J., & Mills, C. (1999). Using
journal writing to enhance student teachers’ reflectivity during
field experience placements. Teachers and Teaching, 5(1),
51-73.
Moon, J. (1999). Reflection in learning and professional
development: theory and practice. Abingdon: Routledge
| Original language | English |
|---|---|
| Title of host publication | Feedback Literacy From Education to Professional practice |
| Subtitle of host publication | Institute of Advanced Studies (IAS) at the University of Surrey |
| Publication status | Published - 13 Jan 2021 |
Keywords
- Feedback literacy